We are going to collaborate.
Suffice to say, word processing tools can facilitate the writing process. Certainly there are other means for students to write, but when used correctly, word processing tools can motivate students to write. They provide learners the opportunity to incorporate multiple forms of media (e.g., pictures, images, graphs, tables, icons, audio and video) into their writing. Word-processing tools allow for publish ability and collaboration throughout the writing process. For instance, learners can create a newspaper, brochure, travel guide, or other creative writing product which can scaffold and motivate learners to write. Learners can collaborate through word-processing tools. They can cut and paste their work into a team document or class document, which represents the collective writing of the group. Moreover, learners can upload and share their writing with other members of the class, classes, or school. Students can keep track of their writing in a digital form which can be shared with parents, thereby serving as classroom extensions or means for inclusion. Word-processing tools allow the teacher to document the writing process that is occurring in the classroom. Lastly, writing through word-processing tools can also provide access to assistive technologies that may otherwise not be available to learners (e.g., screen readers, spell checkers, grammar checkers, etc…). Learners can utilize flow-chart tools (e.g., inspiration, kidspiration) to brainstorm their writing topics. They can then easily transform their flow charts into outlines and then into topic sentences. In essence, word-processing tools allow learners to organize their pre-writing and transform this into written works, which can then be revised.
As you consider how word-processing tools can be used in your classroom, think about end-products of the writing process which learners can work towards. These products can represent progress the learners have made, and most of all, these products represent engagement in the 21st century fluencies.
Web-based word-processing
Web-based word-processing is more than word-processing, it is collaborative writing. The writing space that writers engage in with web-based word-processing is dynamic and transforming. Web-based word-processing allows learners to be connected to a virtual, collaborative writing space in the classroom, or outside the classroom. Edits by one member will be apparent to all other members in real time, making this a collaborative experience. Writing in this way requires learners to be organized in their thoughts and it requires them to be courageous in sharing their writing with others. Also, it allows other learners to engage in critical thinking as they analyze the writing of their peers.
Engaging 21st Century Fluencies
The following fluencies can be engaged through writing activities which incorporate word-processing tools (web-based or otherwise):
Reading and Writing, Information Skills, Technical skills, Media skills, Personal skills, Group/Team/Partner skills, Professional skills, Teacher skills
Of the examples presented here, and in consideration of the 21st Century fluencies presented below, what ideas do you have regarding the creation of a “writing space” integrated with the "learning space" for your classroom? How might web-based word-processing be used in this endeavor? Use this brainstorm to guide you through your exploration of web-based word-processing tools today.
How can web-based word-processing tools be used to create learning spaces that engage students in the following 21st Century Fluencies:
1. Demonstrate initiative by critically assessing problems & implementing creative solutions.
2. Behave cooperatively as a member of a team.
3. Read for information & application.
4. Calculate & measure for information & application.
5. Behave in a responsible manner without supervision.
6. Communicate verbally & in writing to evoke clear understanding.
7. Seek excellence in individual & group activities.
8. Locate and manage resources for problem solving.
Writing Strategies
The writing that your learners engage in should take into account the three phases of writing: pre-writing, writing, and revising. As an instructor, your goal will be to create writing activities which guide learners through these phases. Two writing strategies are presented below. Certainly there are other strategies, but these might be a good starting point.
1. R.A.F.T.
As you consider the writing that learners will do in your classroom, consider ways to engage learners in motivating writing activities. For instance, one writing strategy is titled R.A.F.T.. This strategy consists of a role, audience, format, and topic. Learners can select from a variety of roles, audiences, formats, and topics to create a RAFT report. This report can be individual or team-based, and the RAFT elements can be designated or selected by the students.
2. The Inquiry Paper
Another writing strategy is titled the Inquiry Paper. This is a form that I created for my classrooms, and I have found it to be an effective tools in guiding learners through the process of critical reading and writing. This paper is utilized by learners as they read an article you have presented or that they have selected. During and after reading, learners complete the inquiry paper. The important point of this activity is to assist learners in thinking critically as they read.
Secure collaborative writing space with high level of integration of other media elements and extendable across multiple web-based zoho platforms. Allows for creation of templates which can serve to standardize learning activities. Excellent template library.
Secure collaborative writing space utilizing a memo metaphor which can be used to "invite" collaboration from others. Write, share, revise, compare and keep track of written works.
Backpack utility allows for document and version tracking.
Secure collaborative writing space which allows you to create, edit and upload documents quickly. Access and edit from anywhere. Save changes in real time. Also has an unpublish feature.
Introduction
We are going to collaborate.
Suffice to say, word processing tools can facilitate the writing process. Certainly there are other means for students to write, but when used correctly, word processing tools can motivate students to write. They provide learners the opportunity to incorporate multiple forms of media (e.g., pictures, images, graphs, tables, icons, audio and video) into their writing. Word-processing tools allow for publish ability and collaboration throughout the writing process. For instance, learners can create a newspaper, brochure, travel guide, or other creative writing product which can scaffold and motivate learners to write. Learners can collaborate through word-processing tools. They can cut and paste their work into a team document or class document, which represents the collective writing of the group. Moreover, learners can upload and share their writing with other members of the class, classes, or school. Students can keep track of their writing in a digital form which can be shared with parents, thereby serving as classroom extensions or means for inclusion. Word-processing tools allow the teacher to document the writing process that is occurring in the classroom. Lastly, writing through word-processing tools can also provide access to assistive technologies that may otherwise not be available to learners (e.g., screen readers, spell checkers, grammar checkers, etc…). Learners can utilize flow-chart tools (e.g., inspiration, kidspiration) to brainstorm their writing topics. They can then easily transform their flow charts into outlines and then into topic sentences. In essence, word-processing tools allow learners to organize their pre-writing and transform this into written works, which can then be revised.
As you consider how word-processing tools can be used in your classroom, think about end-products of the writing process which learners can work towards. These products can represent progress the learners have made, and most of all, these products represent engagement in the 21st century fluencies.
Web-based word-processing
Web-based word-processing is more than word-processing, it is collaborative writing. The writing space that writers engage in with web-based word-processing is dynamic and transforming. Web-based word-processing allows learners to be connected to a virtual, collaborative writing space in the classroom, or outside the classroom. Edits by one member will be apparent to all other members in real time, making this a collaborative experience. Writing in this way requires learners to be organized in their thoughts and it requires them to be courageous in sharing their writing with others. Also, it allows other learners to engage in critical thinking as they analyze the writing of their peers.
Engaging 21st Century Fluencies
The following fluencies can be engaged through writing activities which incorporate word-processing tools (web-based or otherwise):
Reading and Writing, Information Skills, Technical skills, Media skills, Personal skills, Group/Team/Partner skills, Professional skills, Teacher skills
Of the examples presented here, and in consideration of the 21st Century fluencies presented below, what ideas do you have regarding the creation of a “writing space” integrated with the "learning space" for your classroom? How might web-based word-processing be used in this endeavor? Use this brainstorm to guide you through your exploration of web-based word-processing tools today.
How can web-based word-processing tools be used to create learning spaces that engage students in the following 21st Century Fluencies:
1. Demonstrate initiative by critically assessing problems & implementing creative solutions.
2. Behave cooperatively as a member of a team.
3. Read for information & application.
4. Calculate & measure for information & application.
5. Behave in a responsible manner without supervision.
6. Communicate verbally & in writing to evoke clear understanding.
7. Seek excellence in individual & group activities.
8. Locate and manage resources for problem solving.
Writing Strategies
The writing that your learners engage in should take into account the three phases of writing: pre-writing, writing, and revising. As an instructor, your goal will be to create writing activities which guide learners through these phases. Two writing strategies are presented below. Certainly there are other strategies, but these might be a good starting point.
1. R.A.F.T.
As you consider the writing that learners will do in your classroom, consider ways to engage learners in motivating writing activities. For instance, one writing strategy is titled R.A.F.T.. This strategy consists of a role, audience, format, and topic. Learners can select from a variety of roles, audiences, formats, and topics to create a RAFT report. This report can be individual or team-based, and the RAFT elements can be designated or selected by the students.
2. The Inquiry Paper
Another writing strategy is titled the Inquiry Paper. This is a form that I created for my classrooms, and I have found it to be an effective tools in guiding learners through the process of critical reading and writing. This paper is utilized by learners as they read an article you have presented or that they have selected. During and after reading, learners complete the inquiry paper. The important point of this activity is to assist learners in thinking critically as they read.
Tools
Zoho Writer
Writeboard
Google Docs & Spreadsheets
ajaxwrite
Practice
References
RAFT Instructional Strategy